ALEX Resources

   View Standards     Standard(s): [PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

In this learning activity, each student stands near a beanbag placed on the floor. Students are instructed to move over and around the beanbags on the floor. When a body part is called, students place the body part on the nearest beanbag. This simple activity can be used as a warm-up or as part of an effort/relationships unit. This resource includes a video demonstration as well as teaching tips to keep students engaged. 

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

The purpose of this activity is for students to be able to grasp the concept of personal space, direction, using locomotor skills, and different pathways. Their goal is to find their own pathway through the "forest" without touching any of the obstacles (thorns, rocks, or tree limbs). They can cross the bridges (aerobic steps) when they come to them. Students focus on personal space (by not being next to someone), correctly performing various locomotor skills (skipping, walking, running, etc.), and finding different pathways through the "forest".

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

During this activity, students learn and use hand signals to indicate intention (turning and/or stopping) to avoid collisions. This activity helps students learn and practice space awareness. Additionally, these concepts can be transferred to help students ride bicycles safely. 

   View Standards     Standard(s): [PE] (0) 18 :

K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

The purpose of this activity is for students to demonstrate proper space awareness by moving safely from others in the playing area. 

   View Standards     Standard(s): [PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (3) 19 :

3-2.2) Demonstrate shapes, levels, and pathways specific to a wide variety of physical activities.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

For the activity, we had a total of nine stations. For each pathway, I decided to have two stations. One station was a fun activity for students to learn the pathway. The second station was to assess if they knew how to demonstrate the pathway. I added another station for students to draw each path. This was an additional opportunity to assess their knowledge. I also incorporated stations that worked on different directions like up, down, forward, backward, and sideways.

   View Standards     Standard(s): [PE] (1) 19 :

1-2.2) Understand and employ a variety of relationships with objects.

Examples: over, under, around, through

APE accommodation suggestions: Verbal prompting; use directional poly spots.

The purpose of this activity is to have students explore space awareness concepts in a fun and interesting way.